研究生教育是高等教育的最高层次，而对高等学校课程的评估则是影响高校教育教学质量的重要因素。从目前的研究看来，关于课程评估的研究集中在大学和中小学阶段。研究生课程评估主要沿用大学生课程评估的一些理论和方法，这些方法很少考虑到研究生课程教育的特殊性，影响课程评估功能的发挥。由此，本研究力求通过开发研究生课程评估体系，充实研究生课程评估的工具开发研究，发挥评估的导向作用，为改进研究生课程提供现实依据。 本研究主要通过对国内、外研究生课程评估相关研究的文献分析和对A高校30名在读硕士研究生的访谈来构建体系。在此基础上，运用认知实验访谈和专家评定法保障体系的内容效度和结构效度，然后通过试测修正体系，利用区分度检验、相关性检验、信效度检验等方法删除不合理指标，形成正式的研究生课程评估体系。最后进行实测，分析数据，评估研究生课程的现状。本研究主要有两大任务：1.开发基于学生视角的研究生课程评估体系；2.了解某高校研究生课程及课程评估的现状。综合研究结果，主要得出以下结论： 1. 本研究通过一系列科学的评估体系开发程序，开发出基于学生视角的研究生课程评估体系。评估体系包括4个一级指标、26个二级指标及相应的指标解释。四个一级指标分别为课程目标、课程内容、课程实施、课程效果。使用时，学生需根据课程的实际表现以Likert量表的形式给出从（1）-（5）的评分。 2.评估体系的各项指标均达到测量学的可接受范围。信效度、区分度良好，内部一致性α系数高达0.938，可以作为研究生课程评估的有效测评工具。 3. 从整体上看，学生视角下该高校的研究生课程处在中等偏上水平。从维度水平看，研究生课程的优势表现在“课程实施”和“课程效果”维度且内部差异小，劣势体现在“课程目标”和“课程内容”维度。 4. 从指标上分析，高分指标主要体现在“思想状况”、“教学态度”、“教学经验”等项目，而低分指标集中在“就业”、“课程目标基于社会需求”、“实用性”等项目。体现出该高校的研究生课程注重对学生“知识”和“学术”能力的培养，课程设置较少考虑到社会需求。课程对实际技能的培养少，不利于促进学生就业。 5.高、低分指标的分布与优、劣势维度的分布、差异性分布基本一致。即高分指标多分布在优势维度且差异性小，反之亦然。 6.该高校的研究生课程评估流于形式，缺乏有效反馈。学生对课程评估提出质疑，表现出一定的懈怠和不信任倾向。

Graduate education is the highest level of higher education, and the evaluation of curriculums is an important factor to affect the quality of teaching in higher education. At present, researches regarding to curriculums evaluation mainly focus on university level, primary and secondary schools. we mainly use some theories and methods of undergraduate curriculums to evaluate graduate curriculums. That could not consider the particularity of graduate curriculums and greatly influenced the function of curriculums evaluation. Therefore, in this study, I want to develop a graduate curriculums evaluation system to enrich the researches of assessment tools for graduate courses. This system will play a guiding role in the assessment for graduate curriculums and provide a realistic basis for improvement. This research aims at establishing indicators by analyzing domestic and international researches about graduate curriculums evaluation and interviewing graduate in a university. On this basis, using Interviews Methods, Expert Consultation Method to ensure the content validity and construct validity of the system. And then, modify the system by discrimination test, correlation test, efficiency test and credibility test. Delete the unqualified item, form the formal indicator system of graduates' curriculums evaluation. Finally, analyze the situation of graduate curriculums of this university by actual measurement. This study has two main tasks: 1. Develop graduate curriculums evaluation system based on the students’ perspective; 2. Understand the situation of graduate curriculums and evaluation of the university. The main conclusions show: 1. Graduate curriculums evaluation system based on the students’ perspective consists of 4 dimensions, 26 indicators and some explanations. 4 dimensions were named as curriculum objectives, course content, curriculum implementation, curriculum effects. 2. Indicators of evaluation system have reached an acceptable range in surveying. It has satisfactory reliability, validity and discrimination. The valuation index system's internal consistency was 0.938. Therefore, it can be used as an effective assessment tool to evaluate graduate curriculums. 3. As a whole, graduate curriculums of the university based on the student perspective are at the middle level. At different dimensions, students' evaluation is relatively higher in the “curriculum implementation” and “curriculum effects” , lower in the “course objectives” and “course content” . 4. Curriculums performed better in some indicators, such as: “state of mind", "teaching attitude", "teaching experience" and students gave it lower marks in “employment”, “Course objectives based on the needs of society” and “practicability”, which reflected graduate programs of the university focus on training knowledge ability and academic ability. Curriculum pays less attention to the needs of society and develops practical skills. It’s bad for students to obtain employment. 5. The distribution of high-scoring and low-scoring indicators is consistent with the dimension distribution of the advantages and disadvantages. It’s the same to the distribution of differences. That is, high-scoring index distributed in advantages of dimension more and there are fewer differences. It works the other way as well. 6. The evaluation of curriculums became formalistic and lack of effective feedback. Therefore, students raised doubts about that and showed some slack and distrust.